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Geometry B 1 CW High School Geometry B 1. Transformations and Symmetry (14.29%) Learning Targets 1.1 I can draw the rotation of an object, about the origin of a graph. I can draw the reection of an object across a diagonal line. Learning Target Descriptor Definition 4 Procient I can draw the rotation of an object, about the origin of a graph. I can draw the reection of an object across a diagonal line. 3 Developing I can determine the translation vector used to move an object from one location to another, when given a diagram. 2 Basic I can draw the translation of an object using a translation vector. 1 Minimal I can draw the reection of an object across either the x or y axis. 0 No Evidence No evidence shown. 1.2 I can determine if a gure has linear or rotational symmetry, draw in all lines of symmetry, and determine order and magnitude for each gure. Learning Target Descriptor Definition 4 Procient I can determine if a gure has linear or rotational symmetry, draw in all lines of symmetry, and determine order and magnitude for each gure. 3 Developing I can determine if an object has rotational symmetry and calculate the magnitude of the rotation 2 Basic I can determine if an object has rotational symmetry and calculate the order. 1 Minimal I can demonstrate linear symmetry of an object by drawing in all the lines of symmetry. 0 No Evidence No evidence shown. 1.3 I can select and use the proper Law of Exponents needed to simplify a rational expression. Learning Target Descriptor Definition 4 Procient I can select and use the proper Law of Exponents needed to simplify a rational expression. 3 Developing I can multiply variables and raise exponents to a power when they have coecients. I can reduce a rational expression, using the Laws of Exponents, with no coecients. 2 Basic I can raise an exponent to a power, using the Laws of Exponents, with no coecients. 1 Minimal I can multiply variables together using the Laws of Exponents, with no coecients. 0 No Evidence No evidence shown. 2. Triangle Inequalities and Radicals (14.29%) CW High School Geometry B Learning Targets 2.1 I can implement the Geometric Mean to calculate a missing portion of the hypotenuse when not given the altitude of the right triangle. Learning Target Descriptor Definition 4 Procient I can implement the Geometric Mean to calculate a missing portion of the hypotenuse when not given the altitude of the right triangle. 3 Developing I can calculate a missing side length of a right triangle given proportional sections of the hypotenuse. 2 Basic I can calculate a missing section of the hypotenuse given the altitude of a the right triangle. 1 Minimal I can calculate the altitude of a right triangle given two proportional sections of the hypotenuse. 0 No Evidence No evidence shown. 2.2 I can determine which type of triangle will be formed, by three given lengths, using triangle inequality. Learning Target Descriptor Definition 4 Procient I can determine which type of triangle will be formed, by three given lengths, using triangle inequality. 3 Developing I can utilize the converse of the Pythagorean Theorem to determine if a right triangle can be formed by three given lengths. 2 Basic I can use triangle inequality to determine if a triangle can be formed with three given lengths. 1 Minimal I can formulate the range for a possible third side of a triangle when given the other two sides. 0 No Evidence No evidence shown. 2.3 I can produce the lowest form of a radical expression which contains numbers and multiple variables. Learning Target Descriptor Definition 4 Procient I can produce the lowest form of a radical expression which contains numbers and multiple variables. 3 Developing I can produce the lowest form of a radical expression which contain multiple variables. 2 Basic I can produce the product of radical expressions and reduce it to the lowest form. 1 Minimal I can rewrite a number in radical form to lowest terms, not involving decimals. 0 No Evidence No evidence shown. 2.4 I can convert a fraction containing radicals in both the denominator and numerator to a fraction in proper form by rationalizing the denominator and reducing to lowest terms. Learning Target Descriptor Definition CW High School Geometry B Learning Target Descriptor Definition 4 Procient I can convert a fraction containing radicals in both the denominator and numerator to a fraction in proper form by rationalizing the denominator and reducing to lowest terms. 3 Developing I can convert a fraction containing a radical in the denominator to a fraction in proper form by rationalizing the denominator and reducing to lowest terms. 2 Basic I can convert a fraction containing radicals in both the denominator and numerator to a fraction in proper form by rationalizing the denominator, when no further reducing is needed. 1 Minimal I can convert a fraction containing a radical in the denominator to a fraction in proper form by rationalizing the denominator, when no further reducing is needed. 0 No Evidence No evidence shown. 3. Trigonometry (14.29%) Learning Targets 3.1 I can utilize the properties of the special right triangles (45-45-90 and 30-60-90) to calculate the length of any leg or hypotenuse, given only one side length of the triangle. Learning Target Descriptor Definition 4 Procient I can utilize the properties of the special right triangles (45-45-90 and 30-60-90) to calculate the length of any leg or hypotenuse, given only one side length of the triangle. 3 Developing I can utilize the properties of the 45-45-90 or 30-60-90 special right triangle to calculate the length of any leg or hypotenuse when the leg which is normally given in radical form is a given as a whole number instead. 2 Basic I can utilize the 45-45-90 triangle to nd the length of the legs when the length of the hypotenuse is a radical. And, use the 30-60-90 triangle to nd the length of the short leg and hypotenuse when the length of the longer leg is a radical . 1 Minimal I utilize the properties of the 45-45-90 special right triangle to nd the length of a leg or hypotenuse when given the length of one leg. 0 No Evidence No evidence shown. 3.2 I can produce a diagram of situation from a story problem, involving an angle of elevation or angle of depression, use it to write an equation using sine, cosine, or tangent, and solve for a missing distance. Learning Target Descriptor Definition 4 Procient I can produce a diagram of situation from a story problem, involving an angle of elevation or angle of depression, use it to write an equation using sine, cosine, or tangent, and solve for a missing distance. 3 Developing I can produce a diagram of situation from a story problem, involving a standard triangle situation, use it to write an equation involving sine, cosine, or tangent, and solve for a missing distance or angle measurement. CW High School Geometry B Learning Target Descriptor Definition 2 Basic I can formulate an equation using sine, cosine, or tangent to solve for a missing angle measurement, given a diagram of the triangle with two labeled parts. 1 Minimal I can formulate an equation using sine, cosine, or tangent to solve for a missing side length, given a diagram of the triangle with two labeled parts. 0 No Evidence No evidence shown. 3.3 I can produce the measure of missing angle of a non-right triangle, using the Law of Cosine. Learning Target Descriptor Definition 4 Procient I can produce the measure of missing angle of a non-right triangle, using the Law of Cosine. 3 Developing I can produce length of a missing side of a non-right triangle using the Law of Cosine. 2 Basic I can produce the measure of a missing angle of a non-right triangle using the Law of Sine. 1 Minimal I can produce the length of a missing side of a non-right triangle using the Law of Sine. 0 No Evidence No evidence shown. 4. Circles (14.29%) Learning Targets 4.1 I can identify all the major components of a circle. Learning Target Descriptor Definition 4 Procient I can identify all the major components of a circle. 3 Developing I can identify chords, secants, and tangents 2 Basic I can differentiate between central and inscribed angles. 1 Minimal I can differentiate between the diameter and radius of a circle. 0 No Evidence No evidence shown. 4.2 I can utilize the relationships between central and inscribed angles and their corresponding arcs to calculate measurements when multiple angles are presented in a diagram. Learning Target Descriptor Definition 4 Procient I can utilize the relationships between central and inscribed angles and their corresponding arcs to calculate measurements when multiple angles are presented in a diagram. CW High School Geometry B Learning Target Descriptor Definition 3 Developing I can compute the measures of an arc, central angle, or inscribed angle when presented all together in a diagram. 2 Basic I can compute the measure of an inscribed angle given the corresponding arc and compute the measure of an arc given the measure of the corresponding inscribed angle, when presented individually in a diagram. 1 Minimal I can compute the measure of a central angle given the corresponding arc and compute the measure of an arc given the measure of the corresponding central angle, when presented individually in a diagram.
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